The article shows the role of the dual form of education in improving the quality of training of graduates of domestic educational institutions. The need to diversify the sources of funding for the dual form of higher education at the stages of its implementation is emphasized. The dual form of the organization of training by the motivating factor of diversification of sources of financing of education is defined. The content of the principle of duality and the peculiarities of its application in improving the professionalism of the graduate are revealed. The importance of two forms of student learning in different environments is emphasized. The concepts of «dual form of education acquisition» and «dual form of education organization» are described. The correctness of the application in scientific vocabulary and the practical application of the concepts «dual form of education acquisition» and «dual form of education organization» is emphasized. Foreign experience in financing higher education is analyzed. The multidimensionality in the training of specialists in free economic education with the use of academic capital and diversification of sources of funding for education in foreign practice is shown. The foreign experience of training specialists in working professions and financing vocational training is generalized. The benefits of direct and indirect funding of vocational education for the creation of additional jobs in the workplace have been identified. The German experience of formation of the Framework Curriculum by an educational institution and the Framework Plan of Practice with the participation of the employer is given. Emphasis is placed on the incentives and motivation of the mentor in teaching students in the workplace. The results of pilot projects on introduction of the dual form of the organization of training in domestic establishments on preparation of working trades are processed. It is stated a high level of employment of graduates of vocational schools and raise of savings due to increased practical training in the workplace. The peculiarities of realization of the dual form of organization of education and its financing in the Bar College of Transport and Construction are generalized. The necessity of taking into account the work schedule of employers when forming educational institutions’ curricula is proved. A comparison of the ratios of student learning in educational institutions and in workplaces with different models of the dual form of education is conducted. Calculations were made for the educational program with the distribution of loans between domestic institutions of higher education and employers. The main directions of development of educational and professional programs in institutions of higher education are offered.
Keywords: forms of education, cost of education, theoretical training, practical training, base of practice, interests of an employer, educational-professional program, principle of duality, dual form of education acquisition, dual form of education organization, models of realization of dual form of education, institutions of higher education, institutions of professional education, financing of education, direct and indirect financing, financing of vocational training, financial support, diversification of sources of financial resources.
From Curriculum Mapping to Assessment: One Psychology Department’s Adventure
